I think that you can come across as nice if you set up the proper boundaries. In my opinion, the students will respect you more and feel more welcome in the classroom.
Thank you Dr. Meers,
I have received a great deal of feedback from my students and also faculty to help build this strategy. I feel it is a work in progress. I taught adult literacy and GED for years in the classroom setting before entering the online learning environment as a student, and now as a professional educator. Even though I have 10 years of corporate, adult education, and college classroom instruction experience I still learn something new each day.
I love teaching and I love to help my students find the fun in learning.
Sincerely,
Carla
Hi Carla,
I like the way you start off your classes. I know your students get comfortable and feel a part of the class from the very beginning. By helping them to understand the policies, requirements and expectations of the class you are reducing their concerns and frustrations. You are setting the stage for successful learning and career development. Great job!
Gary
Hello Dr. Meers,
I begin each new session by allowing for mutual introductions at the beginning of our first Live Chat session. I provide my course expectations, syllabus, task list and grading rubrics documents to the students prior to the first meeting to give them the opportunity to prepare their questions. When I open the discussion for student participation I begin by explaining that their journey through the course is expected to be enjoyable, and educational. I explain the course expectations document and devote a considerable amount of classroom discussion to answering any student questions which arise. I also break large groups up into smaller discussion groups within the classroom and ask them to compare questions and opinions on the course expectations, syllabus, task list and grading rubrics. For those who are not prepared I explain the documents prior to the discussions. The class usually turns out to be relaxing for the students. By using past student feedback I have been able to fit this activity quite well to the online or classroom environment.
Sincerely,
Carla Denman
In making certain that my expectations are clear, it is vital that I provide avenues of feedback. Three methods that I employ is office hours, e-mail, and a telephone number that my students can use to reach me outside of office hours.
I arrange extra lab and group sessions for students on days that we donot have class. Its utilized for extra practice on the skills needed to complete the particular course
I use a very detailed syllabus that outline every class session as to what to read and work to do prior, to what is going on in class that day such as test, review, labs ect. I feel that by doing this the students can feel prepared and organized for each class.
I explain on the first day what I expect and why. I also explain the consequence if they choose not to follow.I ask them if they have any questions so we can address them at that time
Go over in detail the syllabus, what and how they will be graded and assessed in the class, and let them know i am there for them any time for questions or needed assistance.
I thoroughly review the syllabus with my students. After we review it and discuss any concerns, I ask them to come to the next class with one question about the class. Then, I have students sign a 'contract' stating they understand the policies and expectations of the class, especially attendance and make-up work policies.
To make my expectations clear, I:
1. make certain the expectations are clear and direct in the syllabus in terms of goals and objectives.
2. Clarify these expectations during the first class session.
3. Ask for questons and if none, ask questions to obtain feedback - positive and negative.
4.Reinterate these expectations throughout the term as each course deliverable is submitted and returned.
Even though we, as faculty, feel like we have done a thorough job of explaining the course expectations, there are those students who don't seem to really understand what is expected of them. They may have pre-existing issues from prior classes, feel overwhelmed by the workload, or have some other issues, and I make it clear to all students that they need to ask me if anything is confusing or ambiguous. I also emphasize that they should be aware of all course expectations and assignment, but to take it one week at a time, create a list with priorities for each day or week, and stick to it.
Time management techniques are so valuable and often students do not know how to organize their time so that they can be successful. We can certainly assist them in this endeavor and offer suggestions that will help them to successfully complete their assignments.
I agree with you. I hand out a grading tool to the students so they can see the number of points that each aspect of an assignment is worth. I show them the emphasis placed on content, format and style, and when there is time, I provide examples of excellent work as well as inferior work. All this takes time, but the results are worth it.
I have been a student for many years in the past and still remember those things that worked and those that didn't, and as a faculty member I try to make my classroom atmosphere a very positive one. I convey a message of respect, fairness, and high expectations and let the students know that I am structuring the course in ways that will support their efforts to succeed. I emphasize what the students need to know, as well as the skills and practices students must acquire in order to understand and remember the course content and take full advantage of learning opportunities in the course.
I look for ways to assist students to learn strategies for successful studying in my courses, work to make sure assignment guidelines and grading criteria are clearly communicated, and I regularly ask for questions and feedback from the students.
I take attendance at the top of class. Late is late. 1 minute, same as 19 minutes. Talk to me after class about your lateness. Any work turned in late loses half the possible points. Late is late, again; work is due at the top of class, 1 minute late is late. I give them a simple task for the next class, and then I follow through on collecting it when class begins. After a few times, they get it, and begin to form good habits. I really do mean what I say, and that applies to everything I say in the class, so you can trust me.
Modeling is a very important processing in classroom learning. Pre testing, then handing out the syllabus are important steps. How does the first course meeting translates to the online learning environment?
Go over the syallbus, and how papers and test will be graded. Also by showing by example of being prepared and orginazed.
To make your expectations clear, the instructor must be mindful of his/her image as it appears to the students. Before a word is spoken the concepts of the 3 M’s are critical. Students are forming an impression of the instructor; therefore all behaviors that are displayed must be positive and conducive for the learning environment. If the instructor fails to project the correct signals no matter what he/she say will be filtered and distorted.
The instructor must appear to be confident and knowledgeable and give the impression of openness. The student(s) must feel confident to ask questions. The instructor must assess classroom dynamics and know how to create an open atmosphere. The instructor must be enthusiastic. If the students feel comfortable to learn, the delivery of information, no matter how difficult the subject will be received and the overall levels of students success will increase.
Modeling is a very important processing in classroom learning. Pre testing, then handing out the syllabus are important steps. How does the course meeting the class for the first time translate to the online learning environment?
Creating a list of attainable objectives is very helpful. As a writing instructor, it is also essential to discuss academic dishonesty. Many students don't fully understand everything that would be under the umbrella of plagiarism.
